This review introduces dynamic assessment and its state of the art in the Czech Republic and Slovakia. Mainstream static diagnostics focus on the current state of abilities. Current test performance can be misleading if an individual’s potential is not fully developed. It also does not provide information about the possibilities of effective intervention. The dynamic assessment focuses on the potential for further development. This text describes the essential characteristics of dynamic assessment and its types of use. Provided is a brief historical context of L. S. Vygotsky, who is, with R. Feuerstein, considered to be the founder of the field of dynamic assessment. The survey of the academic texts in the Czech and Slovak language is included. A substantial section introduces methods available in the Czech Republic and Slovakia: Feuerstein’s Learning Propensity Assessment Device (LPAD), Tzuriel’s methods, Lidz’s Application of Cognitive Functioning Scale (ACFS), Fabio’s Test of Intellectual Potential (TIP), and Džuka’s Dynamic Test of Latent Learning Abilities in 6-8-Year-Old Children (DTLUS 6-8). Dynamic assessment is an evolving and perspective field. Nevertheless, its potential is not entirely fulfilled, and it remains at the periphery of practice. and Prehľadový text predstavuje dynamickú diagnostiku a jej situáciu v Čechách a na Slovensku. Používaná diagnostika sa zväčša zameriava na zisťovanie aktuálneho stavu. Ak potenciál jedinca nie je plne rozvinutý, súčasný testový výkon môže byť skreslený. Zároveň nevypovedá o možnostiach efektívnej intervencie. Dynamická diagnostika sa zameriava práve na zisťovanie potenciálu pre ďalší rozvoj. Text predstavuje základné charakteristiky dynamickej diagnostiky a typy jej využitia. Stručne uvádza historický kontext a prácu L. S. Vygotského, ktorý je spolu s R. Feuersteinom pokladaný za zakladateľa tohto prístupu. Obsahuje prehľad odborných textov publikovaných v českom a slovenskom jazyku. Výrazná časť textu sa venuje predstaveniu metód, ktoré sú dostupné v Čechách a na Slovensku: Feuersteinovo Learning Propensity Assessment Device (LPAD), nástroje D. Tzuriela, Lidzovej Application of Cognitive Functions Scale (ACFS), Fabiovej Test intelektového potenciálu (TIP) a Džukov Dynamický test latentných učebných schopností 6–8 ročných detí (DTLUS 6-8). Dynamická diagnostika je rozvíjaná a perspektívna oblasť. Jej potenciál však nie je plne využitý a v praxi sa používa málo.
This article focuses on the relationship between young adults’ cognitive abilities and individual partner preferences. We worked with the Preference NSZ 2017 data set, which contains data on partner preferences and the results of the National Comparative Secondary-School Exams of Czech high school graduates, and our analyses, using logistic regression, confirmed a tendency towards homophily on the level of cognitive abilities and university education. Young people with above-average results place more importance on agreement in political opinions, but do not regard the partner’s homemaking abilities or financial situation as too important. The results further show that partner preferences differ according to the education capital of the background family and according to preferred partnership arrangement. We also find significant differences in the partner preferences of men and women that reflect ideas about traditional gender roles. Women favour characteristics that relate to status, and men assign more importance to physical looks.